Keyword: «spiritual and moral education»

The activity of a teacher in solving educational tasks using works of contemporary art as a meaningful basis of education is one of the significant areas of educational practice, since it ensures the inclusion of students in the context of contemporary culture. However, teachers have serious difficulties in organizing educational interaction with schoolchildren if contemporary art is at the center of such interaction. The reason for such difficulties is in the fact that modern pedagogical science lacks clearly formulated and justified conditions for the use of contemporary art in educational interaction. This provision is especially relevant in relation to the spiritual and moral education of students, which forms the foundation of all educational work. The article describes the pedagogical conditions that it is advisable to create at different stages of interaction in the field of spiritual and moral education. The purpose of the study is to substantiate the system of pedagogical conditions necessary for effective educational interaction, in which the teacher acts as an intermediary between the child and contemporary art in order to assign students the values necessary for the spiritual and moral development of schoolchildren. The leading approach to the study of the problem is the humanitarian approach, from the standpoint of which spiritual and moral education is considered as a value-semantic phenomenon that ensures the inclusion of the child in the world of values through the creating of socio-cultural meanings in various objects and phenomena of culture. The scientific novelty of the study consists in the fact that for the first time it presents pedagogical conditions in a structured form, due to the specifics of pedagogical interaction content, which are works of contemporary art. The main results of the study include the identification of three groups of pedagogical conditions for the effectiveness of the use of contemporary art works to solve the problems of spiritual and moral education, applied at three stages of educational interaction respectively. The theoretical significance of the research results lies in the possibility of their use for working out a holistic model of the teacher's activity on the use of contemporary art works in the field of spiritual and moral education. The practical value of the results presented in the article lies in the fact that they can be applied in the educational process of the school to solve the fundamental problem of including students in the context of contemporary culture with the aim of their spiritual and moral improvement.

The article touches upon the actual problem of spiritual and moral education of children's personality, substantiates the role of children's fiction as a means of cognitive, aesthetic and moral education of a child. The purpose of the article is to consider the educational potential of V.I. Sukhanov's adventure story "Vanyushkin's Games". The author comes to the conclusion that the story has a pronounced educational character.

The article talks about the difficulties faced by modern schoolchildren when studying biblical motifs in Russian literature lessons. The urgency of this problem in modern education is emphasized, since according to the Federal State Educational Standard, a teacher should not only be engaged in education, but also bring up spiritual and moral values in a child. The ways of solving this problem through traditional and non-traditional methods and techniques are proposed. In conclusion, the importance and necessity of studying biblical motifs in a modern lesson of Russian literature and the place of the Bible in human life are emphasized.

The article presents the experience of a teacher of additional education with students on research of a local history nature, reveals some forms of work on research with the aim of educating schoolchildren to respect the history and traditions of their small homeland, the formation of life values in the process of acquaintance with cultural, spiritual, everyday traditions, the development and support of students' interest in research activities.

At turning points in the history of the country, it is necessary to analyze and find solutions to emerging new problems in the education of the younger generation. The right choice determines what generation will live in our country tomorrow. Rethinking the results and achievements in the education of youth (primarily students) of the 19th century, relying on the giant domestic scientific and pedagogical heritage, modern teachers more successfully solve the problem of spiritual and moral education of students at higher educational institutions. The article is devoted to the process of education, in particular, spiritual and moral education of students in the 19th century. The work is based on articles from pedagogical journals of the 19th century (collections of the Russian National Library, St. Petersburg), pedagogical works of famous Russian writers and teachers, historical official documents. The aim of the study is to identify the continuity of the principles of spiritual and moral education of students at higher educational institutions of the nineteenth and twenty-first centuries. Objectives: to identify the system of values developed in the students of classical gymnasiums and, upon graduation, in university students of the nineteenth century; to compare with the requirements of the modern educational system. Leading approaches to the study: socio-cultural, systemic, cultural, anthropological. In official documents, in the works of famous teachers, writers, philosophers, public figures, attention is drawn to the commitment to the traditions of Russian education of youth: patriotism, nobility, honesty, hard work. The studied scientific sources of the nineteenth century implement the idea that the process of spiritual and moral education does not begin and does not end within the walls of the university, and this is relevant for our time as well. As in the nineteenth century, now teachers of higher educational institutions solve difficult problems of training not just highly qualified specialists, but individuals with strong, highly moral foundations, loyal to their Fatherland. The theoretical significance of the study is in finding and rethinking the creative ideas of famous Russian educators, scientists and public figures of the nineteenth century. The experience of practical application of the developed forms and methods of education of students in the nineteenth century (with adjustments for modern requirements) will undoubtedly help in finding new approaches to the spiritual and moral education of modern students. This study will be useful for teachers interested in studying the sources of pedagogical thought for their application in their practice of spiritual and moral education of students of the twenty-first century.